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NEP 2020 Multidisciplinary Degrees and Academic Bank of Credits, Adoption Barriers

The integration of multidisciplinary degree frameworks and the Academic Bank of Credits forms the structural core of Indian higher education transformation under NEP 2020. Severe adoption bottlenecks persist due to inter-institutional digital disparities, divergent credit recognition standards, and entrenched departmental fragmentation. Systemic standardisation of credit equivalence coupled with enhanced institutional capacity building is vital to achieve flexible, learner-centred academic mobility.

कार्य का लक्ष्य

Examine institutional, technical, and administrative barriers to adopting multidisciplinary degrees and the Academic Bank of Credits under NEP 2020.

कार्यप्रणाली

Qualitative desk-based policy analysis and comparative literature synthesis of Indian higher education regulatory and empirical sources.

कार्य

  • •Review the conceptual and regulatory architecture of the Academic Bank of Credits within NEP 2020.
  • •Identify systemic institutional, technological, and pedagogical barriers to credit transfer adoption.
  • •Formulate governance and institutional strategies to enhance inter-university credit mobility.

दस्तावेज़ विवरण

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Assignment

Degree:
NEP 2020 Multidisciplinary Degrees and Academic Bank of Credits, Adoption Barriers

Author:

Group

First M. Last

Advisor:

Dr. First Last

City, 2026

Contents

Introduction
Theoretical Foundations of Flexible and Multidisciplinary Higher Education
Conceptual Paradigms of Curricular Flexibility and Credit Mobility
The NEP 2020 Architecture for Credit Accumulation and Transfer
Methodological Approaches to Policy Evaluation and Barrier Assessment
Qualitative Policy Synthesis and Comparative Institutional Criteria
Analytical Dimensions of Operational and Systemic Readiness
Analysis of Structural and Institutional Adoption Barriers
Infrastructure Constraints and Digital Platform Interoperability
Faculty Preparedness, Pedagogical Shift, and Administrative Inertia
Strategic Pathways for Credit Mobility and Systemic Implementation
Technological and Institutional Governance Solutions
Conclusion
Bibliography

Introduction

The restructuring of higher education in India under the National Education Policy 2020 establishes a transformative mandate towards multidisciplinary learning pathways and seamless academic mobility. Central to this structural transition is the Academic Bank of Credits, designed to facilitate multiple entry and exit trajectories while dissolving rigid disciplinary boundaries across tertiary institutions [4]. However, translating these comprehensive policy directives into standard institutional practice requires addressing deep-seated administrative, technical, and curricular complexities across diverse university ecosystems [1].

Substantial operational frictions impede the widespread deployment of credit mobility frameworks across Indian higher education institutions. Disparities in digital infrastructure, variable institutional readiness, and legacy evaluation systems restrict seamless credit recognition and inter-institutional student mobility [5]. Furthermore, transitioning from traditional departmental silos to interdisciplinary degree curricula creates major governance bottlenecks, demanding significant pedagogical restructuring and continuous faculty capacity development [6].

This study critically evaluates the systemic and institutional barriers hindering the effective adoption of multidisciplinary degrees and the Academic Bank of Credits. Utilising a secondary policy analysis and comparative review of contemporary higher education reforms, this work delineates the operational gap between national regulatory guidelines and institutional implementation capacity. The findings provide structured recommendations for standardising credit equivalencies, bridging digital governance divides, and aligning institutional incentives to realise the full potential of flexible academic pathways [4], [5].

Analysis of Structural and Institutional Adoption Barriers

The transition toward multidisciplinary degree frameworks and the Academic Bank of Credits requires a cohesive synthesis between policy intent and institutional operational capacity. While the policy outlines progressive pathways toward flexible curricula, critical thinking, and student-centred credit mobility, substantive implementation barriers complicate this transition. As highlighted in recent policy assessments, higher education institutions face pronounced challenges concerning infrastructure constraints, uneven institutional preparedness, and the necessity of a profound paradigm shift in pedagogical methodologies ("National Education Policy (Nep) 2020, Prospects, Challenges and Implementation Strategies", 2025). The practical execution of credit accumulation and credit transfer demands robust digital infrastructures capable of supporting seamless inter-institutional interoperability. However, the theoretical promise of curricular flexibility remains constrained by institutional disparities in technological adoption. The deployment of advanced technological mechanisms, including Learning Management Systems, blockchain platforms, and learning analytics, is essential to establish reliable credit transfer networks and bridge systemic accessibility gaps ("Integration of Emerging Technologies in the Implementation of National Education Policy (NEP) 2020: Opportunities and Challenges", 2025). Without institutional standardisation and targeted capacity building, the friction between traditional departmental silos and automated credit governance deepens existing operational divides. Consequently, the disconnect between national digital frameworks and local institutional readiness inhibits the full realization of student mobility across disciplines. Bridging this implementation gap necessitates sustained investments in digital infrastructure alongside targeted professional training to ensure that the practical governance of academic credits aligns with the policy's multidisciplinary vision.

References

  1. Analysis of Higher Education in Indian National Education Policy Proposal 2019 and Its Implementation Challenges
    P. S. Aithal, Shubhrajyotsna Aithal
    DOI लिंक
  2. Implicit Impact of English Language Pedagogical Enhancement Policies in Higher Education Under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations
    Meenakshi Sharma Yadav, Manoj Kumar Yadav
    DOI लिंक
  3. Predictive Analysis of the Impact of India's National Education Policy 2020 on Higher Secondary Education: Focus on Independent PU Colleges
    Shubhrajyotsna Aithal
    DOI लिंक
  4. National Education Policy (Nep) 2020, Prospects, Challenges and Implementation Strategies
    Aamir Ganie, Fazila Shah
  5. Integration of Emerging Technologies in the Implementation of National Education Policy (NEP) 2020: Opportunities and Challenges
    VARSHA JOSHI
  6. The National Education Policy (Nep) 2020 and Teacher Education in India: Transformations, Challenges, and Prospects
    Yellu Sudhakar Reddy, Devender Reddy Kommidi

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